Publicaciones en colaboración con investigadores/as de Universidad Autónoma de Madrid (47)

2024

  1. A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

    Assessment in Education: Principles, Policy and Practice, Vol. 31, Núm. 3-4, pp. 221-253

2021

  1. Assessment from a disciplinary approach: design and implementation in three undergraduate programmes

    Assessment in Education: Principles, Policy and Practice, Vol. 28, Núm. 5-6, pp. 703-723

  2. Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment

    International Journal of Instruction, Vol. 14, Núm. 2, pp. 685-702

2019

  1. An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 8, pp. 1253-1278

  2. Assessment in Bologna context from the teaching perspective, similarities and differences between disciplines

    Revista Infancia, Educación y Aprendizaje, Vol. 5, Núm. 2, pp. 456-462

  3. Peer assessment effects on the self-assessment process of first-year undergraduates

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 6, pp. 920-932

  4. Spanish university assessment practices: examination tradition with diversity by faculty

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 3, pp. 379-397

  5. Turning self-assessment into self-feedback

    The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (Palgrave Macmillan), pp. 147-163

  6. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

    European Journal of Psychology of Education, Vol. 34, Núm. 3, pp. 535-557